Lesson Plan Template for Content-Based Instruction

Teachers Name: Jamie & Quincy Date: 6/20 - 26/17

Grade/Class/Subject: English Conversation 1st and 2nd grade
Time Period: 50 minutes
Unit/ Topic: Lesson Title: Dream Destination

Content Objectives: By the end of the lesson, students will (know and do):
- How to express where they would like to travel to.
- How to express what they would like to do at their chosen destination

Language Objectives:
Function Form
(grammatical term and/or example, eg. Past Tense: The boy went to
(in ing form, eg. Retelling a story )
see his grandfather;)
1) Asking about dream destination in conditional If you million dollars where would you like to go?
tense
2) Talk about their travel experience in past tense I travelled to ____ last summer/last year/when I was
younger.
3) Talk about their summer plan in future tense This summer I am going to ______.

Review Vocabulary New Vocabulary Signal Words

(vocabulary that may need to be taught or
(previously taught vocabulary that students likely (new vocabulary to be explicitly taught that is
emphasized that link concepts in meaningful
need review of) critical to an understanding of the content)
ways, such as conjunctions and time markers)
- Passport - Itinerary - one minute left
- Luggage - Backpacking - Who, where, what, how, why
- Swimming - Attraction
- Shopping - Guidebook
- Amusement Park - Cinema
- Art Gallery - Sailing
- Water Park - Sightseeing
- Aquarium - Tourism
- Famous landmark

By the end of the lesson, students will (do X function using Y form with Z vocabulary):
- Students will be able to talk about their past travel experience in past tense.
- Students will be able to talk about their summer vacation in future tense.
- Students will be able to describe their dream destination in conditional tense.

Special Cross-Cultural Considerations: Include here anything relevant to culture that you will either incorporate as
part of your lesson or that you need to be attuned to in terms of your students background to ensure a lesson that is
culturally responsive.
When we were presenting our travel experience, who showed them pictures of Seoul excursion knowing that
students are more familiar with it then something that they have never seen before. We also showed pictures of
Japan because many students have been to the country and know about it to a degree.

Materials: Include here all the materials that you need, including textbook titles and the page numbers you will
refer to.

Bingo board, question cards, papers for pictionary activity

Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features. For each
step, explain what the teacher will do, the expectation of what the students will do, and how long the stage should
take.

I. MOTIVATION: Describe how you will build content background and introduce the specific language functions/forms that
you will target.

TIME: 5 minutes
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
A: Hi class! a: Students response to my question.
B: How is your day so far? b & c: Students will talk about their summer plan
C: Does anybody have plan for this summer?

Formative Assessment (How will you gauge whether or not students are connecting to the background the teacher is providing?):
Teachers listen to students summer plan and check for students interest level.

II. PRESENTATION: Describe the specific techniques you will use to make your presentation of new content and linguistic
material comprehensible to students, to provide opportunities for interaction through appropriate questioning, to engage learner
strategies, and to assess whether or not students are getting it.

TIME: 15 minutes
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
A: Teacher give presentation on our travel experience. a: Students listen
Seoul and Japan b: Students listen and repeat after us
B: Teacher teach travel related words c: Students answer questions or listen to other students
C: Teacher ask about the places that students have answer.
been to.

Formative Assessment (How will you gauge whether or not students are comprehending/using the targeted language forms as
presented?): While one teacher is teaching, the co-teacher walk around the room and make sure that everyone is
engaged to the listen.

III. PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful practice targeting the lessons
objectives, the learner strategies you will engage, and the formative assessment you will provide to gauge whether or not
students practice is moving them along closer to the target)

TIME: 20 minutes
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
1. Teacher introduce to the speaking activity (for a. Students listen
8 minutes). i. Students repeat after the teacher
a. Teacher show a demonstration round ii. Students practice asking each other
b. One teacher will pass out for the question and answer it.
speaking activity while the co-teacher iii. One student will talk about their travel
talk more about it experience and other students are
c. Teacher as for volunteer who would listening.
like to share their dream destination b. Students listen
2. Teacher introduce the pictionary activity (8 i. Students watch the video
minutes) ii. Students needs to know the words to be
a. Teacher show the students what they able to draw it.
are suppose to do through
demonstration.
b. Then video demonstration of the game.
i. Teacher took the words that
they have in their English book
and the words they are just
learned.

Formative Assessment (How you will gauge whether or not students practice is moving them closer toward achieving the objective
in a meaningful way?): While students are doing their activity teachers will walk around the room and help students
if needed. Teachers listen for any mispronounced words. If there are, the teachers write the words on the
board for later.

EXTENSION: Describe the student-centered activities you will use for students to further apply language skills toward
greater mastery of the targeted content and language objectives, either independently or with a group. This should be an
opportunity for developing higher-order thinking skills and using language in communicative ways.

TIME: 6 minutes
The teacher will(specifically what the teacher does) The students will (specifically what the students should do
in response to what the teacher does)
 1. Teacher introduce the last game, bingo. a. Students listen
a. Students are divided into six groups. i. Students start their activity
b. Each group have their mini bingo b. Students listen and say goodbye.
c. Every students get to have the chance
call out the words.
i. Students are using the words
from pictionary game.
2. Teacher say goodbye to the students and tell
them this is teacher's last time teaching.

Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the content and language
objectives for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and skills, but how you will evaluate
what they produce.): For last check up, because the time was too short, throughout the activity teachers walk around and
listen for mispronounced words, write them on the board. At the end of class (two minutes), everybody review those
words together. Teacher will say it once while students repeat it. We would do it until everyone says it correctly.